Unit Statement: The prerequisite for this unit is Essential Unit 5. In this unit the student will read a selected play (or plays) different from that studied in Essential Unit 5 or elsewhere in this course. It is intended that this extended study of drama take the student into a deeper understanding of this genre.
Essential Outcomes: (assessed for mastery)
1.The Student Will identify the elements within the play(s) of the particular form of drama studied—tragedy, comedy, tragicomedy, and make distinctions within those categories, where appropriate. (For example, a comedy can be a romance, satire, farce, high comedy, low comedy, or comedy of errors.)
2.TSW analyze characters’ actions and words, questioning what motivates them.
3.TSW describe how stage directions are used to help the reader understand the action of the play and the characters’ thoughts and feelings.
4.TSWpresent research on the dramatist’s life and contribution to the theater.
5.TSW create blocking for a scene in the play, designing the set in order to move the actors around the set.
6.TSW write an imagined dialogue between a director and an actor discussing how the actor should portray the character, showing insight into the character and how an actor could best portray the subtleties of a character, not just discussing the mechanics of the scene in question.
7.TSW work within a group to perform a scene from the play. [This TSW may be as simple or elaborate as the teacher chooses. On one extreme, students may simply practice the scene a few times in class and then stage it carrying scripts. On the other extreme, teachers may require students to memorize, stage, and costume their scenes for performance for other students or even parents.]
8.TSW write an additional scene, alternative ending, prequel, or sequel for the play that reflects continuity with the existing play in terms of character, plot, theme, and mood.
Novel Study- The Age Of Innocence, by Edith Wharton
Hope you had a great holiday! Short Stories and Speeches Selective Unit 1- Short Story II and Selective Unit 4 Persuasive Speeches 5/11/2012: Today we will work on our speeches, which are due on Monday. Remember the take home test is also due on Monday! We will also vote on which play we will choose for our end-of-the-year drama unit. (We chose to present- Death of A Salesman, by Arthur Miller). 5/10/2012- We will work on our note cards and speech outlines. Handouts can be found here and here. Day 9, May 9, 2012: Today we will continue with note card and speech outlines. Students will look at examples of how to proceed with this task. Students will then prepare to read a portion of their newly created speeches to the class in a round table / peer editing discussion. If time allows, we will look at two more great speeches and one really poor speech. Day 8, May 8, 2012:Today we will work on creating our speeches and notes cards. Be prepared to work on your speech in class. Second period we will read a short story and describe the plot diagram of the chosen work. Click here to read the story online. We will also preview the
Day 7, May 7, 2012-: May Speech Week begins today! We will begin by watching a video on Body Language and Speeches. This video will help you in the coming weeks as you prepare to deliver several speeches.
Day 6, April 27, 2012: Great speeches in history-we will watch several great speeches in class today (Steve Jobs), and then read The Story of An Hour, by Kate Chopin. Day 5 April 25-26, 2012- : Due to MAP testing we delayed a portion of the activities prepared for today. Rest assured that we will discuss the topics in class tomorrow. Here are some links to the video's we will be watching today in class. Where Are You Going Video, Why is this story dedicated to Bob Dylan?, and Seminar On Joyce Carol Oates Absent students- look at each of the links and study over the daily content.
Day 4: April 24, 2012. Chapters 3 and 4 are due today! I am excited to see what you have accomplished. Today we will begin by studying some great speeches, and not so great speeches. We will also create a list of possible topics for persuasive speeches.Second period we will focus on the real life events that inspired Where Are You Going, Where Have You Been? by Joyce Carol Oates and look at the different types of conflicts that exist in this sad story. Be prepared to answer how the conflict moved the plot-TSW1.
Day 3 April 23, 2012 agenda: Respond to the short story Where Are You Going, Where Have You Been? by Joyce Carol Oates.
TSW8 advertisements due today for viewing. Alan, Sam, and Mike did a fantastic job on their Old Spice The Age of Innocence advertisement! Please take the time to watch the videos when they are uploaded. We will also listen to a podcast of Where Are You Going, Where Have You Been? today in first period. Afterward we will work on chapters 3 and 4 which are due tomorrow.
Day 2. April 20, 2012 agenda: Read the short story, Where Are You Going, Where Have You Been? by Joyce Carol Oates to illustrate the use of (TSW2) mood in short stories. We will link the short story to Bob Dylan's (for whom the story is dedicated) song It's All Over Now Baby Blue.
Day 1.We will begin this unit on April 19, 2012. The first short story we will be reading is Hills Like White Elephants, by Ernest Hemingway.
Then we will apply TSW 1 and 2 using this story as our guide. You can find a copy of the full online text here.
Update: Tomorrow be prepared to analyze this story.
In this unit we will read The Age of Innocence, by Edith Wharton.
Selective Unit Outline:The student should know that, like a short story, a novel is essentially the product of a writer’s imagination but that the obvious difference between a novel and a short story is length. Because the novel is considerably longer, an author can have a more complex plot, more developed characters, several settings, and perhaps multiple themes. It is intended that, in this unit, the student will begin to move beyond simple reading comprehension into more careful textual analysis and literary response. Essential Outcomes: (assessed for mastery)
1. The Student Will write a parody or pastiche of a scene in the novel in which the style and literary elements are carefully studied and reflected in the piece.
2. TSW compare a novel read in this unit with a novel read in Essential Unit 2, paying attention to literary elements such as character, plot, setting, theme, and/or point of view.
3. TSW analyze the beginning and/or ending of a novel studied in this unit, deciding why the author chose such a strategy for opening/closing the story.
4. TSW determine to what extent the characters of a novel are developed by the setting of the story. (For example, could these characters have developed in the way they have in any other time or place?)
5. TSW consider to what extent the novel read reflects the contemporary manners and customs of the culture in which the author wrote the story.
6. TSW decide what societal or personal values the author is trying to portray/criticize in the novel. 7. TSW design and create an advertisement (print, radio, or TV commercial) for the book or some object, such as an important symbol, in the work. We are currently working on creating an advertisement for The Age of Innocence.** (See student created advertisements for The Age Of Innocence here!)
Writing II Assignments and Guide
We are finishing up our creative process group novels. Chapters 4 and 5 will be due on Tuesday April 24, 2012!
We will begin selective unit 4 on Tuesday April 24, 2012. Please take the time to review at least 3 speeches from this website and be prepared to discuss in class. Let's begin with a bad speech first. SELECTIVE UNIT 4 (S04)(SPEECH) Unit Statement:
In this unit, the student will research, prepare, rehearse, and deliver a classroom speech/speeches on topics of the student’s choosing. The student will focus on not only content, but on audience and delivery.
Essential Outcomes: (assessed for mastery) 1.The Student Will identify an appropriate topic for an informative and/or persuasive speech. 2.TSW analyze the audience to assure correct correspondence of topic and audience.
3. TSW write a speech outline for each speech given. 4.TSW write a speech paying attention to the six traits and all previously taught writing concepts. 5.TSWrehearse the speech aloud, concentrating on speech delivery style, articulation and pronunciation, and voice volume, pitch, speaking rate, and quality. 6.TSW,using note cards, deliver at least 3 short speeches to the class.
7. TSW listen and respond to a short speech. 8.TSWprepare a multi-media (PowerPoint) report of a minimum 20 minutes and present it. WRITING-II(SECONDARY)SELECTIVE OUTCOME 1 (S01)(The Creative Process) (July 2007) Unit Statement:
In this unit the student will once again read works of drama, poetry, or short story to critically look at the creative writing process. After closely analyzing these different forms, they will then practice the creative writing process and its components and finally write an original drama, group, short story, or poetry using personal experiences, imagination, or current world events as a starting point and present their finished piece to a group. The work may not be the same as in the previous Creative Writing outcome.
Essential Outcomes: (assessed for mastery)
1. The Student Will analyze the purpose characteristics of the type of creative writing being studied.
2. TSWapply his/ her knowledge of the elements of story patterns and elements of fiction in class discussion and writing
3. TSW develop a character and a second character he/she gets to know as well as have the character have a conflict with him/herself, nature, society, or fate
4. TSW review the five parts of a plot: exposition, rising action, climax, falling action, and resolution and identify them in the works read
5. TSW analyze setting and create one limited to main location and a brief span of time
6. TSW use literary devices such as dialogue, figurative language, and poetic sounds effectively (any of the forms)
7. TSW gather sensory details and use poetry techniques to write a free-verse poem and other forms of poetry
9.TSW write a piece of creative writing (if poetry, a minimum of 7 poems of an appropriate length must be written) using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product
10.TSW will read their work formally to an audience
Welcome to our Literature and Writing II Wiki Space!
Final Drama Unit- Othello, The Moor of Venice
See the weekly lesson plans here!Unit Statement: The prerequisite for this unit is Essential Unit 5. In this unit the student will read a selected play (or plays) different from that studied in Essential Unit 5 or elsewhere in this course. It is intended that this extended study of drama take the student into a deeper understanding of this genre.
Essential Outcomes: (assessed for mastery)
- 1. The Student Will identify the elements within the play(s) of the particular form of drama studied—tragedy, comedy, tragicomedy, and make distinctions within those categories, where appropriate. (For example, a comedy can be a romance, satire, farce, high comedy, low comedy, or comedy of errors.)
2. TSW analyze characters’ actions and words, questioning what motivates them.3. TSW describe how stage directions are used to help the reader understand the action of the play and the characters’ thoughts and feelings.
4. TSW present research on the dramatist’s life and contribution to the theater.
5. TSW create blocking for a scene in the play, designing the set in order to move the actors around the set.
6. TSW write an imagined dialogue between a director and an actor discussing how the actor should portray the character, showing insight into the character and how an actor could best portray the subtleties of a character, not just discussing the mechanics of the scene in question.
7. TSW work within a group to perform a scene from the play. [This TSW may be as simple or elaborate as the teacher chooses. On one extreme, students may simply practice the scene a few times in class and then stage it carrying scripts. On the other extreme, teachers may require students to memorize, stage, and costume their scenes for performance for other students or even parents.]
8. TSW write an additional scene, alternative ending, prequel, or sequel for the play that reflects continuity with the existing play in terms of character, plot, theme, and mood.
Novel Study- The Age Of Innocence, by Edith Wharton
Hope you had a great holiday!
Short Stories and Speeches
Selective Unit 1- Short Story II and Selective Unit 4 Persuasive Speeches
5/11/2012: Today we will work on our speeches, which are due on Monday. Remember the take home test is also due on Monday! We will also vote on which play we will choose for our end-of-the-year drama unit. (We chose to present- Death of A Salesman, by Arthur Miller).
5/10/2012- We will work on our note cards and speech outlines. Handouts can be found here and here.
Day 9, May 9, 2012: Today we will continue with note card and speech outlines. Students will look at examples of how to proceed with this task. Students will then prepare to read a portion of their newly created speeches to the class in a round table / peer editing discussion. If time allows, we will look at two more great speeches and one really poor speech.
Day 8, May 8, 2012:Today we will work on creating our speeches and notes cards. Be prepared to work on your speech in class. Second period we will read a short story and describe the plot diagram of the chosen work. Click here to read the story online. We will also preview the
Day 7, May 7, 2012-: May Speech Week begins today! We will begin by watching a video on Body Language and Speeches. This video will help you in the coming weeks as you prepare to deliver several speeches.
Day 6, April 27, 2012: Great speeches in history-we will watch several great speeches in class today (Steve Jobs), and then read The Story of An Hour, by Kate Chopin.
Day 5 April 25-26, 2012- : Due to MAP testing we delayed a portion of the activities prepared for today. Rest assured that we will discuss the topics in class tomorrow. Here are some links to the video's we will be watching today in class. Where Are You Going Video, Why is this story dedicated to Bob Dylan?, and Seminar On Joyce Carol Oates Absent students- look at each of the links and study over the daily content.
Day 3 April 23, 2012 agenda: Respond to the short story Where Are You Going, Where Have You Been? by Joyce Carol Oates.
TSW8 advertisements due today for viewing. Alan, Sam, and Mike did a fantastic job on their Old Spice The Age of Innocence advertisement! Please take the time to watch the videos when they are uploaded. We will also listen to a podcast of Where Are You Going, Where Have You Been? today in first period. Afterward we will work on chapters 3 and 4 which are due tomorrow.
Day 2. April 20, 2012 agenda: Read the short story, Where Are You Going, Where Have You Been? by Joyce Carol Oates to illustrate the use of (TSW2) mood in short stories. We will link the short story to Bob Dylan's (for whom the story is dedicated) song It's All Over Now Baby Blue.
Day 1.We will begin this unit on April 19, 2012. The first short story we will be reading is Hills Like White Elephants, by Ernest Hemingway.
Then we will apply TSW 1 and 2 using this story as our guide. You can find a copy of the full online text here.
Update: Tomorrow be prepared to analyze this story.
Essential Outcomes: (assessed for mastery)
1. The Student Will analyze how the different types of conflict (including, external, which is man vs. man, man vs. nature, man vs. society, man vs. supernatural, and internal, which is man vs. himself) move the plot.
2. TSW describe how an author develops mood in a story through the use of techniques such as connotation, diction, imagery, and figurative language.
3. TSW explain how an author uses irony (situational, verbal, dramatic) to contribute toward an understanding of theme.
4. TSW analyze methods of characterization (direct/indirect) and/or actual characters, describing them as round/flat, dynamic/static, stock or foil characters, protagonist/antagonist, catalyst, etc.
5. TSW discuss how literary elements are interrelated, analyzing how one literary element, such as setting, is key to developing other elements, such as character, theme, dialogue.
6. TSW prepare and lead a discussion on a passage or story selected by the student or teacher.
7. TSW complete a “creative” writing assignment related to a work, such as the type presented in the “Writing Options” that follow each text in LL. [For an example, see page 54, following Stephen Vincent Benet’s “By the Waters of Babylon.”]
8. TSW research a topic related to a work (i.e., how the political climate during the Cold War affected Ray Bradbury’s “There Will Come Soft Rains”) and deliver a “creative” presentation (such as a PowerPoint, museum tour, TV talk show, film, or art project).
Selective Unit 2
In this unit we will read The Age of Innocence, by Edith Wharton.
Selective Unit Outline: The student should know that, like a short story, a novel is essentially the product of a writer’s imagination but that the obvious difference between a novel and a short story is length. Because the novel is considerably longer, an author can have a more complex plot, more developed characters, several settings, and perhaps multiple themes. It is intended that, in this unit, the student will begin to move beyond simple reading comprehension into more careful textual analysis and literary response.
Essential Outcomes: (assessed for mastery)
1. The Student Will write a parody or pastiche of a scene in the novel in which the style and literary elements are carefully studied and reflected in the piece.
2. TSW compare a novel read in this unit with a novel read in Essential Unit 2, paying attention to literary elements such as character, plot, setting, theme, and/or point of view.
3. TSW analyze the beginning and/or ending of a novel studied in this unit, deciding why the author chose such a strategy for opening/closing the story.
4. TSW determine to what extent the characters of a novel are developed by the setting of the story. (For example, could these characters have developed in the way they have in any other time or place?)
5. TSW consider to what extent the novel read reflects the contemporary manners and customs of the culture in which the author wrote the story.
6. TSW decide what societal or personal values the author is trying to portray/criticize in the novel.
7. TSW design and create an advertisement (print, radio, or TV commercial) for the book or some object, such as an important symbol, in the work. We are currently working on creating an advertisement for The Age of Innocence.** (See student created advertisements for The Age Of Innocence here!)
Writing II Assignments and GuideWe are finishing up our creative process group novels. Chapters 4 and 5 will be due on Tuesday April 24, 2012!
We will begin selective unit 4 on Tuesday April 24, 2012. Please take the time to review at least 3 speeches from this website and be prepared to discuss in class.
Let's begin with a bad speech first.
SELECTIVE UNIT 4 (S04)(SPEECH)
Unit Statement:
In this unit, the student will research, prepare, rehearse, and deliver a classroom speech/speeches on topics of the student’s choosing. The student will focus on not only content, but on audience and delivery.
Essential Outcomes: (assessed for mastery)
1. The Student Will identify an appropriate topic for an informative and/or persuasive speech.
2. TSW analyze the audience to assure correct correspondence of topic and audience.
3. TSW write a speech outline for each speech given.
4. TSW write a speech paying attention to the six traits and all previously taught writing concepts.
5. TSW rehearse the speech aloud, concentrating on speech delivery style, articulation and pronunciation, and voice volume, pitch, speaking rate, and quality.
6. TSW, using note cards, deliver at least 3 short speeches to the class.
7. TSW listen and respond to a short speech.
8. TSW prepare a multi-media (PowerPoint) report of a minimum 20 minutes and present it.
WRITING-II(SECONDARY)SELECTIVE OUTCOME 1 (S01)(The Creative Process)
(July 2007)
Unit Statement:
In this unit the student will once again read works of drama, poetry, or short story to critically look at the creative writing process. After closely analyzing these different forms, they will then practice the creative writing process and its components and finally write an original drama, group, short story, or poetry using personal experiences, imagination, or current world events as a starting point and present their finished piece to a group. The work may not be the same as in the previous Creative Writing outcome.
Essential Outcomes: (assessed for mastery)
1. The Student Will analyze the purpose characteristics of the type of creative writing being studied.
2. TSW apply his/ her knowledge of the elements of story patterns and elements of fiction in class discussion and writing
3. TSW develop a character and a second character he/she gets to know as well as have the character have a conflict with him/herself, nature, society, or fate
4. TSW review the five parts of a plot: exposition, rising action, climax, falling action, and resolution and identify them in the works read
5. TSW analyze setting and create one limited to main location and a brief span of time
6. TSW use literary devices such as dialogue, figurative language, and poetic sounds effectively (any of the forms)
7. TSW gather sensory details and use poetry techniques to write a free-verse poem and other forms of poetry
9.TSW write a piece of creative writing (if poetry, a minimum of 7 poems of an appropriate length must be written) using the writing process (defined as prewriting, writing, revising, editing, and publishing) that leads to a final product
10.TSW will read their work formally to an audience